A atuação do psicólogo escolar na educação especial inclusiva: contribuições para o processo de inclusão escolar

Abstract

This article analyzes the role of the psychologist within the context of inclusive special education, emphasizing their contributions to pedagogical practice and the school inclusion process for students targeted by special education services. This qualitative study was conducted at a municipal school using semi-structured interviews with teachers working in inclusive special education. The results indicate that teachers view the psychologist as a key professional for providing emotional support to both staff and students, mediating school relationships, and guiding pedagogical strategies tailored to students' specific needs. Participants highlight that the psychologist's work aids in understanding behaviors, welcoming students, fostering dialogue with families, and developing teaching approaches better suited to the learning process. The data also reveal challenges faced by teachers, such as low family engagement, a lack of pedagogical materials, heavy workloads, a lack of professional recognition, and insufficient specialized support. The study concludes that the presence of a psychologist in the school strengthens inclusive practices—particularly when integrated with the collaborative efforts of teachers, the multidisciplinary team, school administration, and families—thereby contributing to an environment that is more welcoming, humanized, and conducive to student development.